O papel da filosofia e as dificuldades do raciocínio nos adolescentes do ensino médio

Abstract

This work had as objective to analyze the difficulty of high school students in thinking philosophically. We performed a bibliographical research. We developed a questionnaire that was answered by students from state schools in the region of Goiânia. The questionnaire addressed issues related to the content of the philosophy discipline and its importance, and the mastery of content by professors and students. Data were compiled into charts. In the first chapter, we discuss the importance of philosophy in the high school curriculum and the difficulties faced, such as late recognition and the lack of accessible didactic material. We also address the challenges presented by social networks in teaching philosophy, highlighting the ease of access to ready-made answers and the need to engage students. In the second chapter, we focus on the influence of social networks and technology on education, highlighting their impact during the COVID-19 pandemic. We highlight the inequality of access to technology and the advantages and disadvantages of using social networks in philosophy teaching. In the third chapter, we address the didactic influence of the philosophy teacher on the assimilation of contents by students, emphasizing the importance of continuing education and teaching methodologies. We also discuss the difficulties faced by philosophy teachers in high school and the importance of the discipline for the Enem. We conclude that philosophy plays a fundamental role in the critical and reflective formation of high school students. We point out the need for an interdisciplinary approach and a broad education, going beyond the contents tested in Enem. We highlight the importance of the philosophy teacher as a facilitator of philosophical reasoning and the proper use of social networks as teaching tools. The research contributes to the understanding of the challenges faced in the teaching of philosophy in high school, suggesting strategies to improve the approach and assimilation of philosophical contents by students.